A Critical Discourse Analysis of "No Promo Homo" Policies in US Schools

Autor/inn/en	Barrett, Brian; Bound, Arron M.
Titel	A Critical Discourse Analysis of "No Promo Homo" Policies in US Schools
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 51 (2015) 4, S.267-283 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2015.1052445
Schlagwörter	Discourse Analysis; Homosexuality; School Policy; School Districts; Board of Education Policy; Sexual Orientation; Sexual Identity; Educational Environment; Social Bias; Social Justice; Alabama; Arizona; Louisiana; Minnesota; Mississippi; Oklahoma; South Carolina; Texas; Utah + Suchen Sie Ihr Suchwort? Diskursanalyse; Homosexualität; Schulpolitik; School district; Schulbezirk; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Gerechtigkeit
Abstract	This article presents a critical discourse analysis of "no promo homo" policies and their effects in US schools. "No promo homo"--short for "no promotion of homosexuality" (Eskridge, 2000, p. 1329)--polices have been adopted across nine states and several local school districts in the United States. They direct teachers and school officials to take a neutral position on the subject of sexual orientation and identity and often restrict or prohibit any school-based instruction, counseling, discussion, or activity that could be construed as being positive about or promoting homosexuality (Bonauto, n.d.; Cahill & Cianciotto, 2004; Eskridge 2000). Our analysis suggests that, despite their claim to neutrality, no promo homo policies are actively harmful both to students who identify as lesbian, gay, bisexual, or transgender (LGBT)1 as well as to the broader school community. In an effort to ultimately promote healthier, more equitable school environments and experiences for all students, this article aims to raise awareness about the problematic effects of no promo homo policy language and the assumptions that often underlie it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01